rubric gallery

Students will investigate an natural or man-made environmental disaster. Student will discuss the causes of the disaster, the geographic location the disaster takes place, and the worst occurrences of this disaster.

This rubric is designed to assess the presentation of the group activity. The rubric should consider the performance of the group as a whole, as well as individual contributions. Some activities will be scored for points and others as Pass/No Pass (earning at least 50% of the points indicates passing).

This rubric is designed to assess the presentation of the group activity. The rubric should consider the performance of the group as a whole, as well as individual contributions. Some activities will be scored for points and others as Pass/No Pass (earning at least 50% of the points indicates passing).

This rubric is designed to assess the presentation of the group activity. The rubric should consider the performance of the group as a whole, as well as individual contributions. Some activities will be scored for points and others as Pass/No Pass (earning at least 50% of the points indicates passing).

An Organ system Disease/Disorder Project. Students create projects on diseases and disorders from the nervous & sensory systems.

Students create a science model, and present their model. The model should be based on a scientific concept that is based on a topic of the student's choosing.

When given photos of the plant life cycle, students will be able to picture the correct photos and put them into the correct order of events

Present to the class information on your assigned disease. Use your handout on Infectious Diseases for information to include in your presentation. Appropriate pictures of disease. Cite all references correctly.

What are the parts of our solar system? Model how all the parts interact.

The Impact of Human Activities On Climate Change

After selecting a climate change topic, use Google Slides, Kahoot!, iMovie or another teacher-approved medium to do the following: explain what the issue is, when it started, why it is important, who is impacted by it, what causes (caused) it, can it be reversed/improved, and if it can be improved, how?

Students will become their own Weather Watchers and create their own Journals. Students will list and illustrate temperature (once in the morning and once at night), the weather (clear, cloudy, rain, snow), and other observations for that day.

Students will become their own Weather Watchers and create their own Journals. Students will list and illustrate temperature (once in the morning and once at night), the weather (clear, cloudy, rain, snow), and other observations for that day.

Students will become their own Weather Watchers and create their own Journals. Students will list and illustrate temperature (once in the morning and once at night), the weather (clear, cloudy, rain, snow), and other observations for that day.

Students will become their own Weather Watchers and create their own Journals. Students will list and illustrate temperature (once in the morning and once at night), the weather (clear, cloudy, rain, snow), and other observations for that day.

Students will create a diorama of a climate, they will show what they have learnt about it and be able to answer questions.

Student(s) will produce an advocacy video over an approved topic of student's choice advocating for their chosen Social Movement. The video can be a podcast, short film, music video, poem, etc. It must inform others about your chosen movement. It must be a story line production, using 3 or more facts to back your statements. You are trying to convince someone to take a specific action for the betterment of the environment. You must have video, audio, music and/or banner for podcast/video.